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Hierarchic: 4 Main Ideas


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2008 Edwin Ellis, All Rights Reserved Published by Makes Sense Strategies, LLC,


Kimberly Harper



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Concept Attainment Model

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Is about

A model that is designed to help students reinforce their understanding and expand on concepts on a deeper level using critical thinking.
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Identify Topics Choose a topic that you feel is important for the students to understand, students are familiar with, and has other concepts related. Specify Learning Objectives Have clear learning objectives that help students develop and elaborate concepts and relationships between them. Select Examples & Nonexamples Choose examples that best illustrate the characteristics of the concepts you are teaching. Select nonexamples that are easy to distinguish between the concept and related concepts. Sequence Examples & Nonexamples To make it more challenging, arrange examples intentionally, so students can have a lot of practice with this process. It should not be all examples followed by all non examples. (ex of The Concept Attainment model good sequence: Y NYYNYNN N)

Phase 1: Introduction To ensure students are comfortable, lesson should be introduced carefully. A description will help ease uncertainty. Phase 2: Examples & Hypothesizing Present the examples and nonexamples to the students and allow them to hypothesize what they think the concept could be. Teacher may have to help students in the right direction by asking strategic questions. Phase 3: The Analysis Cycle Once students have formulated a hypothesis, challenge their thinking by adding more examples and nonexamples for the students to analyze whether or not their hypothesis still holds true with the addition of new information.

Two things should result from a CA lesson: a deeper understanding of the concept and an increased critical thinking ability. Students knowledge can be measured by asking them to: -Define the concept -Identify the concept's characteristics -Relate the concept to other concepts -Identify or supply examples of the concept not previously mentioned

presenting a challenge to solve the mystery concept by giving students examples and nonexamples and allowing them to hypothesize and analyze what the concept might be.

Phase 4: Closure & Application Critical thinking can be After students have decided on a single hypothesis, students will identify key assessed by asking open characteristics ofwhat? topic, define it, is and So What important to understand aboutas this? ended questions to why the link it to related concepts. Students will hypothesis works. then critical apply their new information to by playing on student's curiosity by builds thinking skills other examples.

Students are motivated by the challenge of solving the mystery. Students' interest is caught by the puzzle-like goal of unveiling the concept. Their curiosity motivates them to search for and discover the correct hypothesis, which could be another motivation to be the one to find the hypothesis.